Showing posts with label e-learning. Show all posts
Showing posts with label e-learning. Show all posts

Monday, 24 October 2011

RHINOS DON’T DO IT! ENGAGE IN LEARNING COMMUNITIES THAT IS.....



Back in the summer I posted a light-hearted series of articles inspired by Susan’s and my many happy days in the African bush during the long part of our lives we lived in South Africa.  The series is not yet complete…… 

With apologies to my good friends, the vendors and some consultants in the e-learning industry!



They look like something from the dinosaur era.  They are largely solitary or at most associating in small family groups.  They have only the elephant as a natural enemy.  Their horn is erroneously highly valued as an aphrodisiac, which means they are highly prized and sought after by hunters. Saner mortals get incredibly excited when they see one. The black rhino is dangerous because it is short-sighted  – easily provoked and very aggressive. Its white cousin is bigger, more benign, but just as capable of causing incredible mayhem and damage. They are thick-skinned.  And in species survival terms, they are successful. 

I am not an expert, but I have sat for many hours watching them.  What do I recall? 

·         They certainly don’t normally do it – communities that is for they mostly walk alone

·         They aren’t a peer species – a strict hierarchy is evident on those few occasions where groups are together. And there is little that is more awe-inspiring than to see an adult bull rhino on the charge after a cow who has in some way broken the rules

·         They are fiercely territorial – and will kill intruders of their own rare species to defend territory

·         Their learning is very directed, with mothers taking great, protective care to teach and shield their babies

·         The learning curve is long – the young stay with their mothers for years before venturing away on their own

·         They do things the same way they have for all those millions of years – at least that is what it appears on the outside

·         They don’t seem to take much notice of what is happening around them – why should they?  They survive well and, poachers apart, have few threats to their well-being

·         They have for millions of years been on an evolutionary route to nowhere – but somehow they survive – perhaps because of their great size

·         In the face of poaching, the conservators who love them have gathered round to protect them and ensure their survival – driven on by fear of the potential horror of a world without them 

So why did I mention my friends, the vendors and some consultants in e-learning? 

In a world in which change is happening fast – as it is in the battle for survival that all wild-life has– I see many vendors exhibiting some rhino-like characteristics. 

The basic need to survive in business seems for many to obscure the fact that the world around them is changing – and moving away from what was once their security. 

No longer does the world at large want courses whether online, or face to face, bespoke or generic as it is increasingly influenced by the social media driven shift towards individuality, self-learning, experiential discovery and a regaining of the power of conversation in community.  But many are still rushing headlong down the rapids to find ever quicker ways of cooking up a new dish to satisfy eager managerial mouths seduced into thinking that “training will fix the problem”. 

Gone are the days of command and control when L&D could dictate a syllabus or curriculum to line, aided by weak senior authorisation that failed to see the hazards of the “mandatory” training  intervention. Business leaders now look at the value add and the costs of L&D – and the evidence of their conclusions is clear in the declining budgets that are repeatedly and depressingly reported.  

Business is too fast and too focused now on changing to survive to have time for obsessive recording and measuring of everything that moves and changes, so the LMS is waning.  But many of its suppliers cling on – adding clever desktops and other functionality (that rightfully belong with the IT department and with business processes) – in a bid to extend their existence. 

Hierarchical and autocratic control is challenged everywhere in our lives, at work, at home and in the wider national and world environments in which we live.  Networked, information driven, collaborative and at the same time individual, we have moved as a global society that does not want prescription, one size fits all solutions, or above all being told what is good for it in the way people learn as they live and work.  The world has become a global social learning environment in which informality, mutuality and collaboration are the energising concepts. 

The vendor community (with its consultants) is rightly admired and respected by its clients for its past assistance and current ability to create ever more clever products.  Why then does it seem to try now to hold back the tsunami of change to an informal, collaborative, networked, more individually directed culture that is sweeping through our world, fuelled by the very tools and platforms that built the industry?  To hear of a vendor telling a client that “it is too soon to engage in social learning, we will help you with that transition over a 5 year period” is about as savvie as Canute sitting on the seashore and daring the waves to come in! 

The hi-jacking and distortion of words and concepts – and their reinterpretation in forms developed out of an inward self-preservation interest – performs no service of trust to those clients for whom the vendors vie so territorially and aggressively.  Trying to stifle insight about the implications of global sociological shift and to shield clients on whom the industry depend from understanding the change is a kind of censorship and misinformation that in our modern investigative society will soon be seen to be hollow.  It will be swept away like the debris of those terrible waves. There needs to be an understanding that it is not just from the viewpoint of L&D that the SoMe tsunami can be seen – other business functions are also aware of it! 

Just as the in-company L&D professional has to recognise the giant wave of the communication revolution, and to work with the line to interpret it and help employees use it to business advantage, so too the vendor industry and its consultants have a duty to do the same for the hand that feeds them.  Those that do will survive.  Those that look inward and persist in building self-preservation strategies will surely go the way of all businesses that fail to understand and adapt to their changing environment. 

The rhino survives, just, but plods its own singular path seemingly oblivious to what is happening around it.  Our modern world and the world of learning is one that calls for rapid adaptation, change and collaboration.  It is one in which survival for client and vendor alike will depend on facing the facts of the changing landscape honestly and collaboratively. 

We must all work together to ensure we discharge our common duty – to help every individual to learn to the best of their ability and to fulfil their life potential.

Thursday, 28 July 2011

E-learning – E is for Ellie!

Elephant that is! 

1997 in the Serengeti National Park, Tanzania and our guide pulls our Land Rover up close to a small group of elephants.  Sheltered in the middle of them, his mum and Aunties, is a tiny baby – all 200 and some pounds of him. We are warned that we are too close and may need to pull out quickly, but can stay and watch until Mummy and the Aunties show signs of restiveness. They watch carefully and protectively as we sit still, admiring their size and the bizarre sight of the little one, so young he has no real control over the un-coordinated tube will one day be his incredible, sensitive trunk.  

The group seem to relax, able to cope with newcomers lurking on the edge of their circle. Emboldened, the little guy suddenly scutters out from under his Mum and between his aunties, makes a noise that in years to come will become the terrifying sound of an angry giant trumpeting a warning – but today sounds a comic and inconsequential squawk – then rushes back to the security of the family and the guidance of his elders. Secure in the knowledge of the caring adult community around him, the little fellow had made one of his first forays into the world of being the herd male (a mantle he would not assume for maybe 20 years)– and had clearly established a distance between us.  

Do our learning communities offer that same security for people within them to experiment, secure, supported, and with other more experienced members ready to share their knowledge, encourage the learning and above all provide a safe environment for experimentation? 

2009, Thula Thula Gme Reserve, Kwa-Zulu Natal, South Africa, and on my wife’s and my very last trip to the bush before we returned to England after 17 wonderful years in Africa, we sit on another Land Rover watching a small family of elephants that have been brought back from the threat of culling by Lawrence Anthony, a remarkable man known as the Elephant Whisperer (The Elephant Whisperer - Lawrence Anthony ISBN 978-0-330-50668-7).  Rogue, violent, unpredictable and dangerous, Lawrence patience over nearly a decade had given Nan the matriarch and the group a confidence and a security to lead a natural and peaceful life.  Again we were warned about needing to move quickly if Mabula, the dominant bull, still scarred by his early life where he had seen his parents and siblings shot, decided we were too close or threatened him in some way.  The fact that we were there at all was a consequence of the Elephant Whisperer’s patience in learning about his client, winning their confidence, providing a supportive environment and being involved in their lives as the tiny herd learned that there was a life beyond trauma and abuse. 

What lessons are there for our L&D practitioners in Lawrence Anthony’s remarkable success?  He learned to “read” them as a group and as individuals – spending countless hours with them, observing, listening, interpreting, and eventually being able to respond by his actions to what he came to understand of their language.  It was at that point he became able to truly help them to become a new, secure and strong breeding unit. How able are we as learning practitioners, using the new languages and environments of our technology enabled world, to get close to our clients and to interpret to them and give them security in the new networked and collaborative world so that they can take advantage of the opportunities for learning that it offers? 

March 2011, Pilanesburg National Park, South Africa, and I stand early on a cold morning with Jane Hart, clutching a cup of hot coffee,  looking out over the waterhole at our lodge, captivated by a large herd of elephants coming to have a drink.  On the fringe is a young bull, already becoming some kind of threat to the group, so distanced but allowed to remain close for his own security.  He jousts with one of his erstwhile playmates, entwining trunks, jabbing with his forming tusks, butting heads, until the matriarch of the herd decides he is getting too familiar and gently but firmly intervenes and pushes him again to the fringes. One day, in years to come he will return to the herd as its dominant bull, responsible for the succession of the herd. 

In the middle of the group a youngster is having difficulty climbing over the dam wall that contains the waterhole.  Both front feet on the top, he raises one back foot but then cannot get up completely.  Mum gently puts a supportive trunk behind him and gives him an encouraging heave – he still does not make it.  He calls, she tries again but success eludes the little one.  Mum moves a few metres away and the little guy struggles once more, secure in the knowledge that his experimentation is only going to meet with encouragement and that when the herd leaves he will not be left behind. Next time he will receive the same support as he gathers strength and seeks to learn. 

Is that a characteristic of our online learning communities that we care enough for the fringe members to give them security while they find their strength to eventually participate fully – perhaps as thought leaders one day? Are we aware enough of those in our communities who are struggling a bit – maybe it’s the technology, maybe it’s that they just don’t get it yet, maybe they are being blocked by something or someone in another circle about which we know nothing? 

A fellow guest on that occasion, on her first trip to the bush and after a drive during which we had seen little, asked me when was a good time to come to the bush?  As we stood entranced watching the herd and their learning community in action - my response was “now is a good time”.  Are we interested and excited enough by our businesses and the people who work in them to watch, listen, learn and then give back through our encouragement, knowledge of the technology and desire for the strength of everyone in the community?  The elephant herd depends on it – it is the way of learning! 

Social learning is about giving and receiving – building a strength of community at which others will gaze in awe at its power – but will not be afraid to seek to participate themselves 

(Thanks to Jane Hart – who later that day said to me “e” is for ellie-learning!)